教学法课件和复习提纲taskteaching

1、Unit 2 Part 2Task-Based Language Teaching任务型语言教学 I. Revision1) What are the differences between the traditional foreign language teaching and language use in real life?2) What is the ultimate goal of foreign language learning? 3) How can we bridge the big gap between these two?II. Task-based Languag

2、e TeachingBesides CLT, there has been another language teaching approach which has e more and more popular from late 1980s, that is, Task-based Language Teaching (TBLT). “TBLT” is a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it i

3、s used in real life.“TBLT” has stressed the importance to combine form-focused teaching with communication-focused teaching. 2.1 What is the relationship between TBLT and CLT?P262.2 Definition of task P27A task is a piece of work undertaken for oneself or for others, freely or for some reward.It is

4、meant what people do in everyday life, at work, at play, and in between. (Long 1985:89)任务是人们在日常生活中所从事的有目的的活动。painting a fence,dressing a child,filling out a form, buying a pair of shoes,borrowing a library book,taking a driving test,making an airline reservation,writing a check,finding a street dest

5、ination, etc.What people do in everyday life:TASKS A task is an activity or action which is carried out as the result of processing or understanding language ( i.e. as a response). (Richards, Platt and Weber 1986:289) 任务=人们在学习、理解、体会语言之后所开展的活动。Listening to a weather forecast and deciding what to wear

6、 Looking at a set of pictures and decide what should be doneResponding to a party invitation Completing a banking application Describing a photograph of ones family2.3 Four components of a task A purpose A context A process A productP28TASKPURPOSECONTEXTPROCESS EMEANINGCOMMUNICATIVEAUTHENICITYThe co

7、mponents of a task： 目标 （Goals） 信息输入（ Input Data) 语言信息（ Verbal data） 非语言信息（Non-verbal data ） 活动 （Activities） 结果 （ e) 语言结果（ Verbal e） 非语言结果（Non-verbal e ） Goal: Exchanging personal informationInput: Questionnaire on sleeping habitsActivity: 1) Reading questionnaire 2) Asking and answering questions ab

8、out sleeping habitsTeacher role: Monitor and facilitator to specify what is regarded as successful completion of the taskLearner role: Conversational partnerSetting: Classroom / pair work 2.4 What are not tasks?Tasks do not include activities which involve language used for practice or display, such

9、 as Describe the picture using the words and phrases from the list below or Ask your partner if he likes the food listed here using the forms Do you like? Yes, I do/ No, I dont. where there is no e or purpose other than practice of pre-specified language.tasksexercisesfocus situation e language erro

10、r form meaning no situationreal-life situation correct form plishment of task practice of assigned form choice of form and content immediate correction delayed correction Check if they are tasks or not:Activity 1: Listen to Alexis and Joe. Number the pictures1-3.Activity 2: Listen again. Fill in the

11、 blanks with the correct verbs from the box. Go for it, 8B P5Activity 3: On a piece of paper, write about your life in ten years. Dont write your name on the paper. Put all the students paper together. Take turns reading the papers, Then guess who wrote them.Go for it, 8B P6Activity 4: Read the lett

12、er to Aunt Chens column and then write some advice.Go for it, 8B P15Activity 5: Look at the pictures. Listen and check what Lingling can do.New Standard English 7A P8Activity 6: Listen and choose the correct picture. New Standard English 7A P14Activity 7: Look at the pictures and complete the senten

13、ces.New Standard English 7A P12PracticeTurn your books to Page 29 and do Task No. 10.Task-based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of instruction in language.2.5 Definition of TBLT任务型教学就是以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式（而不是以测试的分数）来体现教学的成

14、就。陈 琳 王 蔷 程晓堂（2002：104-105）所谓任务型语言教学，其核心思想就是要模拟人们在社会、学校生活中人们运用语言所从事的各类活动，把语言教学与学习者在今后的日常生活中的语言应用结合起来。转引自张琳琳（2004）Four dimensions of teaching and learning tasks represented by the “four eyes” : Involvement (参与), Inquiry (探究), Induction(归纳), Incorporation (整合).TBLTIncorporationInductionInquiryInvolvem

15、entlearning then usinglearning by usinglearning for usinglearning by doingdoing things with(by) languageRod Ellis1. TBLT offers the opportunity for “natural” learning inside the classroom. 2. It emphasizes meaning over form but can also cater for learning form.3. It is intrinsically motivating.4. It

16、 is compatible with a learner-centered educational philosophy.5. It can be used alongside a more traditional approach.2.6 Features of TBLT 1. An emphasis on learning to communicate through interaction in the target language. 强调通过用目标语交流来学会交际 2. The introduction of authentic texts into the learning si

17、tuation. 将真实的语言材料引入学习的环境3. Provision of opportunities for learners to focus, not only on language itself, but also on the learning process. 关注语言的本身，也关注学习的过程4. An enhancement of the learners own personal experiences as important contributing elements to classroom learning.学习者的个人经历对语言学习具有重要意义5. An att

18、empt to link classroom language learning with language activation outside the classroom.试图把课内的语言学习与社会的语言活动结合起来。 ( Nunan 1991)1.Pre-task phase; 2.While (During) -task phase; 3.Post-task phase2.7 Three phases in a task-based lessonIntroduce to topic and task Task cycleTaskPlanningRepot Language focus

19、Analysis Practice Pre-taskWillis model for task-based instruction (Willis, 1996:127) Long 1991 P31Pre-task phase:Three purposes:-to introduce new language that learners can use while performing the task; -to mobilize existing linguistic resources;-to ease processing load, and to push learners to int

20、erpret tasks in more demanding ways.Some options:Allow the students time to plan.Provide a modelDo a similar taskPre-teach key linguistic itemsOn general cognitive demands of the task 对任务要求的总体感知An emphasis on linguistic factors 关注语言因素Supporting learners in performing a task similar to the task they

21、will perform in the during-task phase of the lesson 让学生做一些在后面完成任务时需要的准备工作Non-task preparation activities brain storming 大脑风暴 mind map 思维图 While-task phase:Some options:Participatory structure 参与方式: Whole-class vs. small group work; individual or interaction Set a time for completing the task.Vary th

22、e number of participants.Introduce a surprise element.Tell students they will have to present a report to the whole class.pair and group work are seen as central to task-based teaching; not all tasks are interactiveThe post-task phase:Three major pedagogical goals:- to provide an opportunity for a r

23、epeating performance of the task（提供再做任务的机会）- to encourage reflection on how the task was performed（反思任务是怎样完成的）- to encourage attention to form（关注语言的形式） 2.8 Appropriateness of TBLT in the Chinese context? a. Beginning with production, TBLT might weaken the input and language form practice. b. It is v

24、ery difficult for the designers to select, grade and sequence the tasksscientifically.c. It neglects the differences between different cultures.TBLT places a high demand on the teachers and classroom conditions (the teachers English proficiency, the big class size, the limited class time, the lack o

25、f language situation, the test-oriented language learning, the assessment system,etc.).Proper attitude toward TBLTWed better acquire a compromise viewpoint. An eclectic method can be more workable and practical in the Chinese context. We should adapt TBLT to our concrete conditions. We cannot copy it m